8 views

Uploaded by Sinta Simanjuntak

save

- solvcompineq
- ca mod04 les03
- chapter 3 summary
- unit 2 stations review 2 002
- Solving Inequalities
- Course Guide Math 17-b
- The Modulus Function
- trimester 2 planning calendar
- Math Lessons
- january 2018 newsletter
- 18.100A-PS7
- MIT18_014F10_ex1_sols
- T1-1 MS.pdf
- mat 102 sp 2015 - 14wk
- Inequality Cheat Sheet
- Grade 5 Unit 1 2011-2012 FINAL
- On mixed-integer sets with two integer variables
- Lect16 Symbolic Mathematics
- 2015-16fifth grade course outline
- Mth 10 Rev Sheets
- topic 12 kud
- 18 least common denominator
- Best Method for Solving Quadratic Inequalities
- An Action Research
- mariah and desteny #8
- lesson plan 3
- Lesson Plan #1
- Score a Notes3
- Structured Curriculum Lesson Plan Day: 098 Subject: Mathematics Grade Level:
- Geometry 20132
- Bahasa Inggris umur.docx
- Bab 1 Vio Terbaru
- Berpikir Kritis Ok
- bagan sistem presidensil.docx
- Stat.uji Coba r2
- Konversi Niali
- Alat Musik
- Penilaian Mutu Pelayanan Kebidanan 5
- Pengertian bayi tabung
- KISI-KISI PEMAHAMAN
- PANCASILA
- Calon Pretest
- SD - Matematika 2007
- A Polygon is a Closed Figure Made by Joining Line Segments
- Proposal TA Saya
- Tugas 1 Pa'Dede

You are on page 1of 23

Table of Contents

2

Variable Systems 3 Variable Systems Linear Inequalities Rational Inequalities Absolute Inequalities Circle Equations Distance Equations

Linear Inequalities Luis Enriquez .

. For instance. find the "equals" part (in this case. indicating that the point x = 2 wasn't included in the solution). they'd ask you to graph something like x > 2. mark this point with the appropriate notation (an open dot or a parenthesis. How did you do it? You would draw your number line. The steps for linear inequalities are very much the same. and then you'd shade everything to the right. x = 2). because "greater than" meant "everything off to the right".Solving Linear Inequalities Think about how you've done inequalities on the number line.

Either way.Graph the solution to y < 2x + 3. In this case. the "equals" part is the line y = 2x + 3. There are a couple ways you can graph this: you can use a T-chart. you get a line that looks like this: . Just as for number-line inequalities. the first step is to find the "equals“ part. or you can graph from the y intercept and the slope.

this is where you need to shade one side of the line or the other. now you're ready to do the "y less than" part. Now think about it: If you need y LESS THAN the line. So shade it in: . with talk of "test points" and such. you want below the line. do you want ABOVE the line. • You've already graphed the "or equal to" part (it's just the line). or BELOW? Naturally. In other words. and look at the original inequality: y < 2x + 3. When you did those onevariable inequalities (like x < 3). or did you just shade one side or the other? Ignore the "test point" stuff.• Now we're at the point where your book gets complicated. did you bother with "test points".

which is the line y = ( 2/3 )x – 2. Don't forget to flip the inequality if you multiply or divide through by a negative!] Now you need to find the "equals" part. First. It looks like this: . solve for y: 2x – 3y < 6 –3y < –2x + 6 y > ( 2/3 )x – 2 • [Note the flipped inequality sign in the last line.• • Graph the solution to 2x – 3y < 6.

the notation for a strict inequality is a dashed line.• But this is what is called a "strict" inequality. it's only "y greater than". When you had strict inequalities on the number line (such as x < 3). So the border of the solution region actually looks like this: . In the case of these linear inequalities. it isn't an "or equals to" inequality. you'd denote this by using a parenthesis (instead of a square bracket) or an open [unfilled] dot (instead of a closed [filled] dot). That is.

so the solution looks like this: . but you also know that it isn't included in the solution. you want to shade above the line. Since this is a "y greater than" inequality. you still know where the border is.• By using a dashed line.

Rational Inequalities Edward Duong .

Place crucial numbers on a number line 4. -3)(1.Factor numerator and denominator 2.Rational Inequalities x-1 .. < 0 (x-2)(x+) 1.Determine the crucial numbers (crucial number are the restricted values and the values that will make the numerator 0) The crucial numbers here are 2. -3 . and 1 3.2) . Test Each Interval (.

• Now find out the crucial numbers which are the numbers that make the numerator and denominator equal to 0. .Examples of Rational Inequalities E. The crucial numbers here are 0 and 5 • Now we can put the crucial numbers on the number line.I x > 0 here it shows that x over x-5 is greater X-5 than 0.

Continued on the next page…… .I x > 0 here it shows that x over x-5 is greater X-5 than 0. The crucial numbers here are 0 and 5 • Now we can put the crucial numbers on the number line.Example of Rational Inequalities E. • Now find out the crucial numbers which are the numbers that make the numerator and denominator equal to 0.

. ) • • .Example of Rational Inequalities • The 0 and 5 on the number line represents the crucial numbers Now test each of the intervals and you get your answer (.0).(5.

Absolute Inequalities Jon .

will work in this inequality. In other words. But 2.99. because they are too far away. the solution is always of the form –a < x < a. Then the solution looks like this: -Translating this into symbols. the number 2 will work. . and neither will –4. the pattern still holds. as will –1.Absolute-Value Inequalities Absolute value: "| x | is the distance of x from zero. but not actually including –3 or 3." | –2 | = | 2 | = 2 Example: -Absolute-Value Inequalities : | x | < 3 : -The number 1 will work. Even 3 and –3 won't work (though they're right on the edge). This pattern always holds: Given the inequality | x | < a. But 4 will not work. you find that the solution is –3 < x < 3. all the points between –3 and 3. as will –2. Even when the problems get more complicated.99 will work. as will –2.

| 2x – 3 | > 5 2x – 3 < –5 or 2x – 3 > 5 2x < –2 or 2x > 8 x < –1 or x > 4 [this is the pattern for "greater than"] b. the solution to | 2x – 3 | > 5 consists of the two intervals x < –1 and x > 4. then the solution to | 2x + 3 | < 6 is the interval –9/2 < x < 3/2.Absolute-Value Inequalities Solve | 2x + 3 | < 6 a. a. Solve | 2x – 3 | > 5. | 2x + 3 | < 6 –6 < 2x + 3 < 6 [this is the pattern for "less than"] –6 – 3 < 2x + 3 – 3 < 6 – 3 –9 < 2x < 3 –9/2 < x < 3/2 b. .

5 c.5 or x – 21. Take a look at the endpoints. x < 19 or x > 24 x – 21.5 > 24 – 21.5 < 19 – 21. Half of five is 2.5 or x – 21. You can convert this nicely to | x – 21. Nineteen and 24 are five units apart.5.5".5 and 24 – 2.5 . instead of 19 and 24. Since this is the "greater than" format. Since 19 – (–2.Absolute-Value Inequalities x < 19 or x > 24 a.5 x – 21.5 | > 2.5 = 21.5) =21. the absolute-value inequality will be of the form "absolute value of something is greater than or equal to 2.5.5.5 and 2.5 > 2. So you want to adjust the inequality so it relates to –2.5 < –2. you'll need to subtract 21.5 all around: b.

Circles Kevin Dao .

2x + 4y + 3 = 0 (x ² . -2) Radius = √2 .y 4 3 2 1 -4 -3 -2 -1 -1 -2 -3 1 2 3 4 Formula for a circle is: (x .k)² = r² or x² + y² = r² Center of circle = (h .1) Radius = 1 -4 Ex.2x + 1) + (y ² + 4y + 4) = -3 + + 1 + 4 (x -1) ² + (y + 2) ² = 2 Center = (1 .2x) + (y ² + 4y) = -3 (x ² .h)² + (y . k) x Radius = r Equation for the graph on the left is: (x-1)² + (y-1)² = 1² Center = (1. x ² + y ² .

Distance Kevin Dao .

which in this case would be 2. You must first find the horizontal distance -by using the “x” intercepts and finding the differences between each line.(-1) = 3 units 2. which in this case would be 2. You must find the vertical distance -by using the “y” intercepts and finding the differences between each line. .4 Continued on next slide….Steps to finding distance y l₁ l₂ 1.(4) = 6 units x l₁= 2y= 4x + 4 l₂= y=2x .

y₁) (1 . -2) y= 2x + 2 = 2x – y + 2 │2(1) + (-1)(-2)+2│ √2²+(-1²) = 6 . √5 = 6√5 A B C √5 √5 5 P(1 . P (x₁ .You must pick 1 point on each line and use the ┴ distance formula on each of the points. 4) │2(1) + (-1)(4)-4│ y= 2x – 2 √2²+(-1²) = 2x – y – 4 =│6│ . √5 = 6√5 √5 √5 5 .Steps to finding distance Continued… 3. You must now find the shortest distance using the ┴ distance formula │A x ₁ + B y ₁ + C│ √ A² + B² .

- solvcompineqUploaded byapi-277585828
- ca mod04 les03Uploaded byapi-259243211
- chapter 3 summaryUploaded byapi-208326916
- unit 2 stations review 2 002Uploaded byapi-293495793
- Solving InequalitiesUploaded byEbookcraze
- Course Guide Math 17-bUploaded byJames Albert Aquino
- The Modulus FunctionUploaded bywolfretonmaths
- trimester 2 planning calendarUploaded byapi-279493388
- Math LessonsUploaded byAudi Alteram Partem
- january 2018 newsletterUploaded byapi-305864086
- 18.100A-PS7Uploaded byEric Emer
- MIT18_014F10_ex1_solsUploaded bychessgeneral
- T1-1 MS.pdfUploaded bymyasmreg
- mat 102 sp 2015 - 14wkUploaded byapi-260536833
- Inequality Cheat SheetUploaded byVikram Kumar Jha
- Grade 5 Unit 1 2011-2012 FINALUploaded bysasnews
- On mixed-integer sets with two integer variablesUploaded byJuan Carlos Sanchez Flores
- Lect16 Symbolic MathematicsUploaded bySergio Andres Rincon Caupaz
- 2015-16fifth grade course outlineUploaded byapi-242438760
- Mth 10 Rev SheetsUploaded byXyzer
- topic 12 kudUploaded byapi-275333643
- 18 least common denominatorUploaded byapi-299265916
- Best Method for Solving Quadratic InequalitiesUploaded byGoodmobo 123
- An Action ResearchUploaded byGladys Degones Guiller - Maglapit
- mariah and desteny #8Uploaded byDelahoyamariah032700
- lesson plan 3Uploaded byapi-383270255
- Lesson Plan #1Uploaded bySavannah Wilcoxson
- Score a Notes3Uploaded byMaryam Jameelah Md Hassan
- Structured Curriculum Lesson Plan Day: 098 Subject: Mathematics Grade Level:Uploaded bymonstermommy
- Geometry 20132Uploaded byAngelo Sher

- Bahasa Inggris umur.docxUploaded bySinta Simanjuntak
- Bab 1 Vio TerbaruUploaded bySinta Simanjuntak
- Berpikir Kritis OkUploaded bySinta Simanjuntak
- bagan sistem presidensil.docxUploaded bySinta Simanjuntak
- Stat.uji Coba r2Uploaded bySinta Simanjuntak
- Konversi NialiUploaded bySinta Simanjuntak
- Alat MusikUploaded bySinta Simanjuntak
- Penilaian Mutu Pelayanan Kebidanan 5Uploaded bySinta Simanjuntak
- Pengertian bayi tabungUploaded bySinta Simanjuntak
- KISI-KISI PEMAHAMANUploaded bySinta Simanjuntak
- PANCASILAUploaded bySinta Simanjuntak
- Calon PretestUploaded bySinta Simanjuntak
- SD - Matematika 2007Uploaded bySinta Simanjuntak
- A Polygon is a Closed Figure Made by Joining Line SegmentsUploaded bySinta Simanjuntak
- Proposal TA SayaUploaded bySinta Simanjuntak
- Tugas 1 Pa'DedeUploaded bySinta Simanjuntak